Border Crossing

the Dynamic Interplay between Place, Culture and Creativity

Sandra Wilson, Lilia Gomez Flores, Andrew Milligan, Lesli Robertson, James Thurman, Jasna Kralj Pavlovec

Research output: Contribution to conferencePaper

Abstract

The paper builds upon Milligan’s previous published research in digital literacies, e-learning and curriculum internationalisation featured by the higher education academy. Border Crossings describes an innovative approach to research-led teaching which combines creative knowledge exchange explored through a social network system (NING). Milligan describes the growth of the Border Crossings experience highlighting significant engagement compared to other ‘collaboration’ with over five hundred students’ and academics collaborating over a three year period from across textiles, jewellery and interior disciplines whilst operating across various time-zones and involving international partners in Scotland, USA and Slovenia. Milligan et al describe the impact of identity management research issues (as featured in the recent EPSRC IMPrints project) in providing intellectual triggers for Border Crossings exchanges over the last three years. Both logistical, descriptive and critical aspects of the paper outline the structure and content of this complex collaboration. The authors’ question the inflexibility of ‘closed’ academic virtual learning environments (VLE’s) as collaborative ‘disablers’, whilst the ethos of the paper illustrates creative strategies designed to enable learners’ to shift from vulnerable networked consumers toward future socially networked design professionals. Whilst the paper implies a dominant pedagogic focus it is principally a discussion about the impact place has in forming ones personal or professional sense of identity in an increasingly connected world. Milligan explores issues of place, non-place and Castell’s spaces-of-flow paradigm against the Border Crossings initiative. The papers title is both a metaphor of historical incursions into neighbouring territory but also reflects increases in disciplinary border crossings incursions in education, research and industry. Border Crossings seeks to navigate these issues.
Original languageEnglish
Number of pages17
Publication statusPublished - Nov 2014
EventLocation Aesthetics-European League of Institutes of the Arts - Glasgow, United Kingdom
Duration: 13 Nov 201415 Nov 2014
Conference number: 13
http://www.elia-artschools.org/activities/biennial-conference-2014-glasgow

Conference

ConferenceLocation Aesthetics-European League of Institutes of the Arts
Abbreviated titleELIA
CountryUnited Kingdom
CityGlasgow
Period13/11/1415/11/14
Internet address

Fingerprint

Creativity
Trigger
Ethos
Teaching
Paradigm
Digital Literacies
Management Research
Non-places
Slovenia
Descriptive
Education
Curriculum
Jewellery
Virtual Learning Environment
Internationalization
Social Networks
Scotland
Electronic Learning
Industry

Keywords

  • Blended Learning
  • Mosaic Thinkers
  • Peer Learning
  • Border Crossings

Cite this

Wilson, S., Gomez Flores, L., Milligan, A., Robertson, L., Thurman, J., & Kralj Pavlovec, J. (2014). Border Crossing: the Dynamic Interplay between Place, Culture and Creativity. Paper presented at Location Aesthetics-European League of Institutes of the Arts , Glasgow, United Kingdom.
Wilson, Sandra ; Gomez Flores, Lilia ; Milligan, Andrew ; Robertson, Lesli ; Thurman, James ; Kralj Pavlovec, Jasna. / Border Crossing : the Dynamic Interplay between Place, Culture and Creativity. Paper presented at Location Aesthetics-European League of Institutes of the Arts , Glasgow, United Kingdom.17 p.
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abstract = "The paper builds upon Milligan’s previous published research in digital literacies, e-learning and curriculum internationalisation featured by the higher education academy. Border Crossings describes an innovative approach to research-led teaching which combines creative knowledge exchange explored through a social network system (NING). Milligan describes the growth of the Border Crossings experience highlighting significant engagement compared to other ‘collaboration’ with over five hundred students’ and academics collaborating over a three year period from across textiles, jewellery and interior disciplines whilst operating across various time-zones and involving international partners in Scotland, USA and Slovenia. Milligan et al describe the impact of identity management research issues (as featured in the recent EPSRC IMPrints project) in providing intellectual triggers for Border Crossings exchanges over the last three years. Both logistical, descriptive and critical aspects of the paper outline the structure and content of this complex collaboration. The authors’ question the inflexibility of ‘closed’ academic virtual learning environments (VLE’s) as collaborative ‘disablers’, whilst the ethos of the paper illustrates creative strategies designed to enable learners’ to shift from vulnerable networked consumers toward future socially networked design professionals. Whilst the paper implies a dominant pedagogic focus it is principally a discussion about the impact place has in forming ones personal or professional sense of identity in an increasingly connected world. Milligan explores issues of place, non-place and Castell’s spaces-of-flow paradigm against the Border Crossings initiative. The papers title is both a metaphor of historical incursions into neighbouring territory but also reflects increases in disciplinary border crossings incursions in education, research and industry. Border Crossings seeks to navigate these issues.",
keywords = "Blended Learning, Mosaic Thinkers, Peer Learning, Border Crossings",
author = "Sandra Wilson and {Gomez Flores}, Lilia and Andrew Milligan and Lesli Robertson and James Thurman and {Kralj Pavlovec}, Jasna",
note = "Andy Milligan is a spatial researcher, educator and international coordinator for GIDE, the Group for International Design Education. He is a senior lecturer and an HeA and RSA fellow and sine 2003 has been Director of Interior & Environmental Design at DJCAD University of Dundee.; Location Aesthetics-European League of Institutes of the Arts , ELIA ; Conference date: 13-11-2014 Through 15-11-2014",
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Wilson, S, Gomez Flores, L, Milligan, A, Robertson, L, Thurman, J & Kralj Pavlovec, J 2014, 'Border Crossing: the Dynamic Interplay between Place, Culture and Creativity' Paper presented at Location Aesthetics-European League of Institutes of the Arts , Glasgow, United Kingdom, 13/11/14 - 15/11/14, .

Border Crossing : the Dynamic Interplay between Place, Culture and Creativity. / Wilson, Sandra; Gomez Flores, Lilia; Milligan, Andrew; Robertson, Lesli ; Thurman, James ; Kralj Pavlovec, Jasna.

2014. Paper presented at Location Aesthetics-European League of Institutes of the Arts , Glasgow, United Kingdom.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Border Crossing

T2 - the Dynamic Interplay between Place, Culture and Creativity

AU - Wilson, Sandra

AU - Gomez Flores, Lilia

AU - Milligan, Andrew

AU - Robertson, Lesli

AU - Thurman, James

AU - Kralj Pavlovec, Jasna

N1 - Andy Milligan is a spatial researcher, educator and international coordinator for GIDE, the Group for International Design Education. He is a senior lecturer and an HeA and RSA fellow and sine 2003 has been Director of Interior & Environmental Design at DJCAD University of Dundee.

PY - 2014/11

Y1 - 2014/11

N2 - The paper builds upon Milligan’s previous published research in digital literacies, e-learning and curriculum internationalisation featured by the higher education academy. Border Crossings describes an innovative approach to research-led teaching which combines creative knowledge exchange explored through a social network system (NING). Milligan describes the growth of the Border Crossings experience highlighting significant engagement compared to other ‘collaboration’ with over five hundred students’ and academics collaborating over a three year period from across textiles, jewellery and interior disciplines whilst operating across various time-zones and involving international partners in Scotland, USA and Slovenia. Milligan et al describe the impact of identity management research issues (as featured in the recent EPSRC IMPrints project) in providing intellectual triggers for Border Crossings exchanges over the last three years. Both logistical, descriptive and critical aspects of the paper outline the structure and content of this complex collaboration. The authors’ question the inflexibility of ‘closed’ academic virtual learning environments (VLE’s) as collaborative ‘disablers’, whilst the ethos of the paper illustrates creative strategies designed to enable learners’ to shift from vulnerable networked consumers toward future socially networked design professionals. Whilst the paper implies a dominant pedagogic focus it is principally a discussion about the impact place has in forming ones personal or professional sense of identity in an increasingly connected world. Milligan explores issues of place, non-place and Castell’s spaces-of-flow paradigm against the Border Crossings initiative. The papers title is both a metaphor of historical incursions into neighbouring territory but also reflects increases in disciplinary border crossings incursions in education, research and industry. Border Crossings seeks to navigate these issues.

AB - The paper builds upon Milligan’s previous published research in digital literacies, e-learning and curriculum internationalisation featured by the higher education academy. Border Crossings describes an innovative approach to research-led teaching which combines creative knowledge exchange explored through a social network system (NING). Milligan describes the growth of the Border Crossings experience highlighting significant engagement compared to other ‘collaboration’ with over five hundred students’ and academics collaborating over a three year period from across textiles, jewellery and interior disciplines whilst operating across various time-zones and involving international partners in Scotland, USA and Slovenia. Milligan et al describe the impact of identity management research issues (as featured in the recent EPSRC IMPrints project) in providing intellectual triggers for Border Crossings exchanges over the last three years. Both logistical, descriptive and critical aspects of the paper outline the structure and content of this complex collaboration. The authors’ question the inflexibility of ‘closed’ academic virtual learning environments (VLE’s) as collaborative ‘disablers’, whilst the ethos of the paper illustrates creative strategies designed to enable learners’ to shift from vulnerable networked consumers toward future socially networked design professionals. Whilst the paper implies a dominant pedagogic focus it is principally a discussion about the impact place has in forming ones personal or professional sense of identity in an increasingly connected world. Milligan explores issues of place, non-place and Castell’s spaces-of-flow paradigm against the Border Crossings initiative. The papers title is both a metaphor of historical incursions into neighbouring territory but also reflects increases in disciplinary border crossings incursions in education, research and industry. Border Crossings seeks to navigate these issues.

KW - Blended Learning

KW - Mosaic Thinkers

KW - Peer Learning

KW - Border Crossings

UR - http://www.elia-artschools.org/userfiles/File/Border%20Crossings%20ELIA_Location%20Aesthtics%202014_Milligan%20et%20al.pdf

M3 - Paper

ER -

Wilson S, Gomez Flores L, Milligan A, Robertson L, Thurman J, Kralj Pavlovec J. Border Crossing: the Dynamic Interplay between Place, Culture and Creativity. 2014. Paper presented at Location Aesthetics-European League of Institutes of the Arts , Glasgow, United Kingdom.